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Journal articles on the topic 'English teachers High school teachers English language'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Asriati. "A STUDY OF EFFECTIVE ENGLISH LANGUAGE TEACHERS AT SENIOR HIGH SCHOOL LEVEL IN MAKASSAR." ELT Worldwide: Journal of English Language Teaching 2, no. 1 (2015): 63. http://dx.doi.org/10.26858/eltww.v2i1.1257.

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An effective English language teacher has different characteristics from an ordinary one. This research was conducted to reveal the characteristics of effective English language teachers in Makassar and the backgrounds of effective English language teachers that contribute to develop their abilities in teaching. This research applied a qualitative research method using case study approach. The findings of this research show that the characteristics of effective English language teachers in Makassar are divided into several categories; professional competence, pedagogical competence, social com

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Torres-Rocha, Julio César. "High School EFL Teachers’ Identity and Their Emotions Towards Language Requirements." PROFILE Issues in Teachers' Professional Development 19, no. 2 (2017): 41–55. http://dx.doi.org/10.15446/profile.v19n2.60220.

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This is a study on high school English as a foreign language Colombian teacher identity. Using an interpretive research approach, I explored the influence of the National Bilingual Programme on the reconstruction of teacher identity. This study focuses on how teachers feel about language requirements associated with a language policy. Three instruments were used to collect the data for this research: a survey to find out teachers’ familiarity with the policy and explore their views on the language policy and language requirements and other aspects of their identity; autobiographical accounts t

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Kuswandono, Paulus. "MENTOR TEACHERS’ VOICES ON PRE-SERVICE ENGLISH TEACHERS’ PROFESSIONAL LEARNING." Indonesian Journal of Applied Linguistics 6, no. 2 (2017): 213. http://dx.doi.org/10.17509/ijal.v6i2.4846.

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Various studies have demonstrated that the role of mentor teachers in helping pre-service English teachers (PSETs) develop their professional experiences in school-based practicum is undeniably fundamental. Considering that mentor voices are still underrepresented in studies, this study aims to investigate the mentor teachers’ voices and beliefs to help the professional learning of pre-service English teachers (PSETs) in their school-based practicums. This is a qualitative study which involves seven mentor teachers who teach English in senior high schools in Indonesia. Data was gathered throug

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Torres R, Julio C. "Raising High School English Teachers’ awareness of EIL." Interacción 14 (October 1, 2015): 97–110. http://dx.doi.org/10.18041/1657-7531/interaccion.0.2338.

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The present study is a three-stage action research that aims at raising EFL teachers’ awareness of English as an International Language (EIL) and World Englishes (WE) within a critical perspective of inquiry. Through a taught module on English and its varieties, a survey, a reflection paper, and a semi-structured interview were used to collect the data. The results of the study showed that there was a clear change of conception, at the theoretical level, in teachers’ papers. However, WE was regarded as future possibility for action. On the one hand, all of the participants said the module chan

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Alford, Jennifer, and Alice Windeyer. "Responding to national curriculum goals for English language learners." Journal of Immersion and Content-Based Language Education 2, no. 1 (2014): 74–95. http://dx.doi.org/10.1075/jicb.2.1.04alf.

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The official need for content teachers to teach the language features of their fields has never been greater in Australia than now. In 2012, the recently formed national curriculum board announced that all teachers are responsible for the English language development of students whose first language or dialect is not Standard Australian English (SAE). This formal endorsement is an important juncture regarding the way expertise might be developed, perceived and exchanged between content and language teachers through collaboration, in order for the goals of English language learners in content a

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Metz, Mike. "Accommodating linguistic prejudice? Examining English teachers’ language ideologies." English Teaching: Practice & Critique 18, no. 1 (2019): 18–35. http://dx.doi.org/10.1108/etpc-09-2018-0081.

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PurposeThe purpose of this study is to support the integration of scientifically grounded linguistic knowledge into language teaching in English Language Arts (ELA) classrooms through building an understanding of what teachers currently know and believe about language.Design/methodology/approachIn total, 310 high school English teachers in the USA responded to a survey about their language beliefs. Statistical analysis of responses identified four distinct constructs within their belief systems. Sub-scales were created for each construct, and hierarchical regressions helped identify key charac

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Alyousif, Raneem, and Zainab Alsuhaibani. "English Language Learning Demotivating Factors for Saudi High School EFL Students." English Language Teaching 14, no. 8 (2021): 29. http://dx.doi.org/10.5539/elt.v14n8p29.

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Demotivating factors are one of the sources that can reduce students&rsquo; motivation toward language learning. This study investigated language learning demotivating factors among high school EFL students. It also explored the educational implications and recommendations for promoting EFL students&rsquo; motivation from teachers&rsquo; perspectives. A total of 365 Saudi high school EFL students and 18 secondary English language teachers from six public schools participated in the study. The data of the study were collected via two research instruments: a questionnaire and semi-st

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Marsella, Elisabeth. "Exploring Teachers’ Use of First Language (L1) in EFL Classroom." TEKNOSASTIK 18, no. 1 (2020): 15. http://dx.doi.org/10.33365/ts.v18i1.483.

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Teachers are always seen as the role model of the classroom. Students tend to imitate what the teachers speak and do, including in English classroom. It has been popular that in English classroom teachers impose the students to use English (L2) only. However, the practice showed that teachers still use L1 in their teaching. Regarding that fact, this study aims to investigate how teachers use first language (L1) in English classroom. The study involves experienced teachers from two private schools in Bekasi, a junior high school and a senior high school. Observations, video and audio recording,

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Thompson, Gene, and Karen Woodman. "Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs." Asia-Pacific Journal of Teacher Education 47, no. 1 (2018): 48–65. http://dx.doi.org/10.1080/1359866x.2018.1498062.

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Foster, Harold M., and Isadore Newman. "Error analysis for high school english teachers." Language and Education 2, no. 4 (1988): 229–38. http://dx.doi.org/10.1080/09500788809541239.

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Amin, Muhammad, and Ali Saukah. "Factors Contributing to EFL Teachers' Professional Development in Indonesia." Excellence in Higher Education 6, no. 1&2 (2016): 12–20. http://dx.doi.org/10.5195/ehe.2015.138.

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This study was aimed at investigating factors contributing to English as a Foreign Language teachers’ professional development and how these factors have shaped their professionalism. The subjects of the study included six English teachers at senior high schools under the Ministry of Education and the Ministry of Religious Affairs in three different regions in Indonesia. Findings of the study reveal that there are both personal and environmental factors identified as having contributed to an EFL teacher’s professionalism, both prior to and after their induction into EFL teaching. Prior to the

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Badash, Merav, Efrat Harel, Rivi Carmel, and Tina Waldman. "Beliefs versus Declared Practices of English as a Foreign Language (EFL) Teachers Regarding Teaching Grammar." World Journal of English Language 10, no. 1 (2020): 49. http://dx.doi.org/10.5430/wjel.v10n1p49.

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This study investigated English as Foreign Language (EFL) teachers' beliefs, perceptions and declared practices of teaching grammar within a communicative language teaching (CLT) framework. Participants included 221 EFL teachers, who were teaching during the years 2013-2018 in different grades and schools throughout Israel. Participants were graduates of teacher training programs in colleges and universities and included Non-Native English Speaking Teachers (NNEST) and Native English Speaking Teachers (NEST).An on-line, self-report survey designed specifically for this study contained three cl

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Gunawan, Sandra, and Haris Saputra. "PROBLEMS AND TEACHING SOLUTIONS FOR STUDENTS’ IN LEARNING ENGLISH." PROJECT (Professional Journal of English Education) 3, no. 1 (2020): 59. http://dx.doi.org/10.22460/project.v3i1.p59-64.

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ABSTRACTThe Indonesian government has recognized the importance of English by including it in the education system for five decades. English has been integrated into secondary school for a long time. English exerts a stronger influence in the modern world and has become an international language. There are also advantages to introducing foreign languages to young students. Therefore, the Indonesian government made a policy to introduce English starting, elementary, middle and high school. At Katapang 1 Junior High School, this policy is optional. That depends on the demands of the school and t

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Wang, Julan. "A Comparative Study on Teacher Talk of Australian and Chinese English Teachers in an Academic English Writing Course in Chinese EFL Classrooms." Journal of Language Teaching and Research 10, no. 4 (2019): 776. http://dx.doi.org/10.17507/jltr.1004.12.

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Research on teacher talk has shown that many different teaching behaviors between native English speaking teachers and non-native English speaking teachers may result form their different English proficiency. This paper aims to examine the differences between Australian English teachers (AETs) and Chinese English teachers (CETs) in an Academic English Writing course in ELF classrooms in China in terms of language use, linguistic complexity, and linguistic variety. Two university teachers (one AET and one CET) were recorded and observed for two weeks in October of 2017 in SHU-UTS Business Schoo

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Saefurrohman, Saefurrohman, and Elvira S. Balinas. "English Teachers Classroom Assessment Practices." International Journal of Evaluation and Research in Education (IJERE) 5, no. 1 (2016): 82. http://dx.doi.org/10.11591/ijere.v5i1.4526.

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The new language assessment policies in the Philippines and in Indonesia have impact on English teachers’ assessment practices. Classroom assessment; as mandated in the current curriculum of both countries swifts from sources of information to the inseparable process of teaching and learning. This study describes Filipino and Indonesian high school English teachers’ classroom assessment practices in ELL classes.This study was conducted using a mix method design with 48 Filipino and Indonesian junior high school English teachers as respondents who completed the questionnaire on classroom assess

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Haryanto, Haryanto, and Husni Mubarok. "Teacher’s Directive Expressions Analysis in English Teaching Classes." Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya 8, no. 1 (2020): 22. http://dx.doi.org/10.26714/lensa.8.1.2018.22-42.

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This paper aimed at finding out the types of teacher‟s directive expressions at two schools and describing the realizations of directive expressions in English teaching. This research was designed as a qualitative and comparative study. The subjects of the research were English teachers at one Senior High School (first School) at Semarang city and one (second school) at Jepara city. The data of this research were gained through recording, observation and interview. The result showed that there were 11 illocutionary kinds found in the teacher‟s directive expressions at the first school, and 8 i

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Gorsuch, Greta. "Assistant Foreign Language Teachers in Japanese High Schools: Focus on the Hosting of Japanese Teachers." JALT Journal 24, no. 1 (2002): 5. http://dx.doi.org/10.37546/jaltjj24.1-1.

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For both political and social reasons, the learning of English as a Foreign Language in Japanese secondary schools has become the focus of a variety of new educational policies applied at a national level. The backdrop of this article is the JET program, which in 1998 employed 5,361 assistant language teachers (ALTs) from various countries for the purpose of team teaching in Japanese junior and senior high school foreign language classrooms. The article focuses on Japanese teachers of English (JTEs) and their responses to team teaching with ALTs, particularly in terms of JTEs' perceptions of t

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Shepherd, Susan. "Answering Teachers’ Questions at the Esl (English as a Second Language) Conference, Badu Island, 15-18 May 2000." Australian Journal of Indigenous Education 31 (2003): 73–76. http://dx.doi.org/10.1017/s1326011100003719.

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AbstractIn 2000 a program of English as a Second Language inservice provision was initiated by the Thursday Island State High School in response to teacher and community concerns about low literacy rates in Torres Strait, as measured by the National Languages and Literacy Institute of Australia Bandscales and other related difficulties. In mid-May of that year an English as a Second Language conference was held on Badu Island and was attended by teachers from throughout Torres Strait. During the conference, Susan Shepherd (Education Adviser English Language Acquisition at Thursday Island State

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Wubshet, Hailu, and Fekede Menuta. "Improving English Language Skills and Methods through Short Term Trainings: Bridging High School and University Teachers." Studies in English Language Teaching 3, no. 4 (2015): 306. http://dx.doi.org/10.22158/selt.v3n4p306.

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<p><em>The purpose of this article was to show how universities can make interventions in improving the classroom practices of high schools and preparatory schools English language teachers. The data gathering instrument was questionnaire and interview from secondary and preparatory school teachers of Tabor cluster that include Tabor Secondary and Preparatory school, Alamura High School Gemeto-Gale Secondary School, and Tula Secondary and Preparatory school and two school principals. The teachers received short term English language trainings from university teachers. It was, there

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Kamarudin, Kamarudin. "Pedagogical Knowledge of English Teachers on Speech Acts in Senior High School Level of West Nusa Tenggara." Cordova Journal : language and culture studies 9, no. 2 (2019): 219–23. http://dx.doi.org/10.20414/cordova.v9i2.1791.

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As an English teacher, communicating through English language properly and thoroughly is highly required particularly at Senior High School level. They are expected to communicate politely since teachers are the role model of teaching. As a professional teacher, English teachers must have professional competencies such as speech acts proficiencies. Speech act is included into spoken English and is taught in Senior High School level in order to develop students’ communicative competence. This is a descriptive qualitative research and is aiming at describing pedagogical knowledge of English teac

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Wright, Wayne E., and Daniel Choi. "The impact of language and high-stakes testing policies on elementary school English language learners in Arizona." education policy analysis archives 14 (May 22, 2006): 13. http://dx.doi.org/10.14507/epaa.v14n13.2006.

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This article reports the results of a survey of third-grade teachers of English Language Learners (ELLs) in Arizona regarding school language and accountability policies—Proposition 203, which restricts bilingual education and mandates sheltered English Immersion; the federal No Child Left Behind Act of 2001 (NCLB); and Arizona LEARNS, the state’s high-stakes testing and accountability program. The instrument, consisting of 126 survey questions plus open-ended interview question, was designed to obtain teacher’s views, to ascertain the impact of these polices, and to explore their effectivenes

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Winimurti, Yosyie Azharia, and Dedi Rahman Nur. "Evaluation on senior high school English textbooks." Journal of English Language and Pedagogy 2, no. 2 (2019): 143. http://dx.doi.org/10.36597/jelp.v2i2.4530.

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In Indonesia, English teachers use textbooks to help students in the teaching-learning process and use it as a self-help resource to get rich input in learning. To improve the quality of English language teaching in Indonesia, this research was conducted to measure whether the three books used in Senior High School, i.e. “Bahasa Inggris”, “Pathway to English”, and “Outcomes Upper Intermediate” are right or not. This research used Alan Cunningsworth’s theory on excellent textbook and tried to find the strengths and weaknesses of the three books based on the given methods above. The study was co

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Ramadhana, Muhammad Affan, Opik Dwi Indah, and Suhardi Suhardi. "An Evaluation of English Language Textbook: Interlanguage English for Senior High School Students." Jurnal Studi Guru dan Pembelajaran 2, no. 1 (2019): 33–39. http://dx.doi.org/10.30605/jsgp.2.1.2019.1262.

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English Language Teaching (ELT) textbooks serve as the basis for many language inputs that learners receive and language practices that occur in the classroom. They may provide the basis for ideas and instructional activities as well as giving teachers rationales for what they do. The objective of this analysis is to know about how much a textbook meets the requirements of a good EFL textbook. The evaluation checklist used in this paper is the modification of Cunningsworth’s (1995) checklist developed by Al-sowat (2012). There are nine issues of textbook evaluating in this checklist: (1) layou

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Djiwandono, M. Soenardi. "English Language Teacher Education: Rewriting S-1 National Curriculum." TEFLIN Journal - A publication on the teaching and learning of English 10, no. 1 (2015): 17. http://dx.doi.org/10.15639/teflinjournal.v10i1/17-30.

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As part of an overall attempt to improve secondary school teacher education, a program has been launched to review and develop the national curriculum (KURNAS) of English language teacher education in Indonesia as a means to improve the quality of teachers of English. The new curriculum is at the same time intended to he a revision of the 1995 national curriculum supposedly in use now. For the purpose a team of three members was appointed by the Secondary School Teacher Development Project (nationally known as Proyek PGSM), comprising English teaching professionals from Universitas Negeri Mala

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Eko, Prasetyo Hazairin, Kurniati Victa Sari Dwi, and Kusuma Adhi. "English language teachers’ literacy competence in literature." UAD TEFL International Conference 2 (January 18, 2021): 103. http://dx.doi.org/10.12928/utic.v2.5744.2019.

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The study was carried out to describe English teachers’ literacy competence in English literature which had a very important role in the teaching of English language through literature to strengthen character educational values. The study applied descriptive statistics in the forms of frequencies “to describe and summarize the data.” In reporting the data, percentages were used (Leavy, 2017: 111). The respondents of the study consisted of fifteen English language teachers working for five senior high schools organizing special interest classes in languages. The techniques for collecting data w

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Feradepi, Dea, Dedi Sofyan, and Kasmaini Kasmaini. "CLASSROOM ACTIVITIES BASED ON MULTIPLE INTELLIGENCE THEORY IN ENGLISH LANGUAGE TEACHING 2013 CURRICULUM FOR SEVENTH GRADE." JALL (Journal of Applied Linguistics and Literacy) 3, no. 2 (2019): 133. http://dx.doi.org/10.25157/jall.v3i2.2681.

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The purpose of this study was to analyze whether schools had implemented the 2013 curriculum system such as the Bengkulu City 11 Junior High School in the learning process in classroom activities using multiple intelligence theories. This research was designed as a descriptive qualitative method. The population and sample of this study were English language teachers at SMPN 11 Bengkulu Cityin seventh grade. Data was collected using observations checklist and video recorder that were used to assist researchers in analyzing forms of observation checklist. The results of the study showed several

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Apriani, Eka. "Utilizing Preservice English Teachers Strategies and Classroom Management at Junior High School in Rejang Lebong Regency." ENGLISH FRANCA : Academic Journal of English Language and Education 1, no. 2 (2017): 149. http://dx.doi.org/10.29240/ef.v1i2.291.

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ABSTRACT The objective of this research is aimed to know what are the most strategies and classroom management which are used by Preservice English Teacher at STAIN Curup in the academic year 2016/2017. The total of English Teacher was 7 teachers which as cooperating teacher of 17 preservice English Teacher. The types of english teaching strategies used by preservive English teacher were: (1) Task-Based Language Learning (100%) and (2) Cooperative Learning (100%); (3) Grapic Organizers (29%); (4) Technology (5.8%); (5) Roleplay (5.8%); (6) Storytelling (11.7%); (7) Vocabulary Building (1

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Tezel, Kadir Vefa. "Are Prospective English Teachers Linguistically Intelligent?" International Journal of Higher Education 6, no. 5 (2017): 88. http://dx.doi.org/10.5430/ijhe.v6n5p88.

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Language is normally associated with linguistic capabilities of individuals. In the theory of multiple intelligences, language is considered to be related primarily to linguistic intelligence. Using the theory of Multiple Intelligences as its starting point, this descriptive survey study investigated to what extent prospective English teachers’ high school education contributed to the development of linguistic intelligence which is essential for language teachers. The data were collected, using the Teele Inventory of Multiple Intelligences. The results showed that of the seven intelligences in

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Utama, Tungga Pramudya, Sumardi Sumardi, and Slamet Supriyadi. "The Differences in Communication Ability and Mathematical Disposition of Students who are given a Geogebra- Assisted Contextual Learning Model and the Cooperatif Learning Model." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 4, no. 1 (2021): 403–11. http://dx.doi.org/10.33258/birle.v4i1.1634.

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The portfolio system exists as one alternative answer for a challenge encountered by an English teacher. The research about the portfolio system that focused on middle education teachers' perception is quite necessary since it helps the teachers and students of the English language find a proper way of learning writing skills. This study aimed to investigate the middle education teachers' perception of using a portfolio system to improve writing ability in teaching writing skills in English as a foreign language to junior high school students. The participants of this research were four junior

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Coffey, Margaret. "Project J-Hawk: Leadership in English Language Teacher Education." Issues in Language Instruction 5 (January 10, 2018): 8. http://dx.doi.org/10.17161/ili.v5i0.7011.

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The University of Kansas (KU) Applied English Center (AEC) has twice been awarded a U.S. Department of State grant to host a program for Vietnamese high school teachers in 2014-15 (Cohort 1) and 2015-16 (Cohort 2). Each cohort had 13 teachers from gifted high schools, many in underserved provinces that have substantial ethnic minority populations. Officially titled the English Language and Teacher Education Program for Vietnamese Teachers of Gifted Students (VNTP), the program is commonly referred to as Project JHawk. It is sponsored by the U.S. Department of State Bureau of Educational and Cu

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Coffey, Margaret. "Project J-Hawk: Leadership in English Language Teacher Education." Issues in Language Instruction 5, no. 1 (2018): 8–14. http://dx.doi.org/10.17161/ili.v5i1.7011.

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The University of Kansas (KU) Applied English Center (AEC) has twice been awarded a U.S. Department of State grant to host a program for Vietnamese high school teachers in 2014-15 (Cohort 1) and 2015-16 (Cohort 2). Each cohort had 13 teachers from gifted high schools, many in underserved provinces that have substantial ethnic minority populations. Officially titled the English Language and Teacher Education Program for Vietnamese Teachers of Gifted Students (VNTP), the program is commonly referred to as Project JHawk. It is sponsored by the U.S. Department of State Bureau of Educational and Cu

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Panggua, Selvi, Basri Wello, Baso’ Jabu, and Doris Macdonald. "Self-Assessed Professional Competence of the High School EFL Teachers in Toraja Indonesia." International Journal of English Linguistics 8, no. 2 (2017): 25. http://dx.doi.org/10.5539/ijel.v8n2p25.

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The teaching of English as a foreign language (EFL) in Toraja is influenced by the quality of teachers from elementary to university level. The Ministry of National Education in Indonesia has stipulated four competencies that should be mastered by teachers: pedagogical competence, professional competence, personal competence, and social competence. The professional competences of foreign language teachers include a knowledge of various aspects of language in English (linguistics, discourse, sociolinguistic and strategic) and mastery of oral and written English language. The purpose of this stu

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Utomo, Hari Widi, Tatsuya Kusakabe, Achmad Sultoni, and Dhina Setyowati. "Challenges Faced by English Teacher in Teaching: Case Study of Junior High School in Banjarnegara Regency." JETL (Journal Of Education, Teaching and Learning) 5, no. 1 (2020): 34. http://dx.doi.org/10.26737/jetl.v5i1.1689.

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Teaching English is not a very easy job and becomes a challenging task for the Junior High School teacher in Banjarnegara regency that is located in a mountainous area and the majority of the people love to speak their mother tongue in their daily life. The main purpose of this study was to investigate the challenges faced by an English teacher in the teaching as well as what the solution/recommendation they made. This study employed the qualitative methods in which questionnaires and interview guide utilized and hundred and twenty-five (N=125) teachers were purposely and conveniently sampled

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Babinski, Leslie M., Steven J. Amendum, Steven E. Knotek, Marta Sánchez, and Patrick Malone. "Improving Young English Learners’ Language and Literacy Skills Through Teacher Professional Development: A Randomized Controlled Trial." American Educational Research Journal 55, no. 1 (2017): 117–43. http://dx.doi.org/10.3102/0002831217732335.

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Using a randomized controlled trial, we tested a new teacher professional development program for increasing the language and literacy skills of young Latino English learners with 45 teachers and 105 students in 12 elementary schools. School-based teams randomly assigned to the intervention received professional development focused on cultural wealth, high-impact instructional strategies, and a framework for collaboration. We observed each teacher three times during the school year and assessed students individually at the beginning and end of the school year using the Woodcock Muñoz Language

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Cancino, Marco, and Gabriela Díaz. "Exploring the Code-Switching Behaviours of Chilean EFL High School Teachers: A Function-Focused Approach." Profile: Issues in Teachers´ Professional Development 22, no. 2 (2020): 115–30. http://dx.doi.org/10.15446/profile.v22n2.81152.

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The present study sought to assess and characterise the amount of first language use that two English as a foreign language teachers used to accomplish a number of functions in two classroom modes. An adapted version of the Functional Language Alternation Analysis of Teacher Talk scheme was used to analyse teacher talk in six English as a foreign language classes at a public high school. Results showed that the first language holds a hegemonic presence in these classrooms across a wide range of pedagogical functions. It is argued that initiatives that present prescriptive approaches to foreign

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Jaelani, Alan, and Olivia Widad Zabidi. "Junior high school students’ difficulties of English language learning in the speaking and listening section." ELT Forum: Journal of English Language Teaching 9, no. 1 (2020): 45–54. http://dx.doi.org/10.15294/elt.v9i1.38287.

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This study aims to determine students' problems in learning English, especially in terms of speaking and listening. Basically, the teaching and learning process will run smoothly if students feel comfortable with the learning activities; therefore, this research provides some appropriate suggestions for teachers in overcoming difficulties faced by students. The respondents of this study were junior high school students. This study used a questionnaire as an instrument to determine the extent of students' skills in English. This study also conducted data analysis by analyzing the importance of

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Pellegrino, Anthony, and Clara Lee Brown. "Supporting English learners in secondary social studies classrooms through collaboration." Social Studies Research and Practice 15, no. 2 (2020): 247–60. http://dx.doi.org/10.1108/ssrp-04-2020-0017.

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PurposeThe number of English learners (ELs) has increased dramatically in the public schools across the nation. In 2000, 3.8 m students, or approximately 8% of the US public school student population, were identified as ELs. In 2016, the number reached 4.9 m or 9.6% of the general student population. In some states, the rise in the EL population has been even more pronounced. Their increased presence in content classes poses opportunities as well as great challenges for teachers. As these learners are learning fundamental language skills, they are also responsible for learning content and skil

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Sueb, Sueb, Ririn Pusparini, Anis Trisusana, Esti Kurniasih, and Nur Chakim. "A reflective study on Indonesian English teacher’s expectation from teacher forum for professional development." Journal of Research on English and Language Learning (J-REaLL) 1, no. 1 (2020): 53. http://dx.doi.org/10.33474/j-reall.v1i1.6116.

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Teacher professional development is an ongoing process. Standing on the frontline in implementing educational policies, teachers are encouraged to actualize both theoretically, policies, and practices. One way to improve the professionalism of a teacher is reflection through an academic forum so as to enrich the inquiry obtained in order to improve individual professionalism. This is an ongoing research involving English teachers in East Java members of the ELT Best Practices academic forum. The goal is to elaborate two basic things, namely the motivation of teachers in their involvement in ac

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Chu, Wenxiu, Honggang Liu, and Fan Fang. "A Tale of Three Excellent Chinese EFL Teachers: Unpacking Teacher Professional Qualities for Their Sustainable Career Trajectories from an Ecological Perspective." Sustainability 13, no. 12 (2021): 6721. http://dx.doi.org/10.3390/su13126721.

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Teachers’ quality has long been researched in the field of general education. However, little attention has been paid to the professional qualities of excellent English as a foreign language (EFL) teachers in the context of English curriculum reform, especially from an ecological perspective. To address this gap, this study adopted a qualitative approach to characterise the qualities of excellent senior high school EFL teachers in China and the development of their professional qualities using Bronfenbrenner’s ecological systems model. Four interconnected dimensions of excellent EFL teachers’

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N.M., Sumarningsih, Batan I Gede, and Adnyani L.D.S. "SCIENTIFIC APPROACH BASED TRANSLATION USED BY EFL JUNIOR HIGH SCHOOL TEACHER." Lingua Scientia 25, no. 2 (2018): 62. http://dx.doi.org/10.23887/ls.v25i2.18825.

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This study was conducted as an attempt to investigate in what step of scientific approach the teachers most frequently use translation in English Language Teaching as well as to find out the teachers’ reasons toward the use of translation in English Language Teaching based on scientific approach at SMP Negeri 4 Singaraja and SMP Negeri 5 Singaraja. It was conducted in qualitative research design. There were two teachers chosen as the subjects of study. The data were collected through audio recording the teaching and learning process and interviewing the subjects of study, while the techniques

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Orosz, Agnes, Mirdelio Monzón, and Paola Velasco. "Ecuadorian Teachers’ Perceptions of Teaching English: Challenges in the Public Education Sector." International Journal of Learning, Teaching and Educational Research 20, no. 3 (2021): 229–49. http://dx.doi.org/10.26803/ijlter.20.3.14.

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The current English curriculum in Ecuador requires high-school students graduate with an intermediate (B1) level. Attaining this target depends on several factors, such as teaching strategies employed in class and teacher training opportunities offered. Ecuador is ranked low for English language proficiency and, therefore, an exploratory approach has been conducted as the main data collection method to investigate the possible reasons for poor performance. In the previous phase of an overarching research project, round table discussions were held to explore themes related to English teachers’

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Gorsuch, Greta. "Japanese EFL Teachers' Perceptions of Communicative, Audiolingual and Yakudoku Activities." education policy analysis archives 9 (March 27, 2001): 10. http://dx.doi.org/10.14507/epaa.v9n10.2001.

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In recent years, the learning of English as a Foreign Language in Japanese high schools has become the focus of new educational policies applied at the national level. One of these is The Course of Study issue by the Ministry of Education, in which teachers are, for the first time in a long series of curriculum guidelines, adjured to develop students' "positive attitudes towards communicating in English." Another is the JET program, which has put thousands of native English speaking assistant language teachers (ALTs) into Japanese secondary classrooms for the purpose of team teaching with Japa

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Gedik Bal, Nur, and Perihan Savas. "Intercultural Competence in the Eyes of State School English Language Teachers in Turkey." Journal of Language and Education 6, no. 2 (2020): 56–75. http://dx.doi.org/10.17323/jle.2020.10327.

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Equipping students with intercultural competence (hereafter IC) is a critical aim of English foreign language classrooms nowadays, and EFL teachers have emerged as essential players for accomplishing this. These teachers should essentially be competent in their intercultural skills so that they can pass these on to their students in order to foster interculturally competent language learners. However, teachers' perceptions regarding IC remain uncertain, particularly in the Turkish context. Thus, before asking teachers to apply methods and strategies so that they can enhance students’ IC in the

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Asmawi, Zainah, and Wan Muna Ruzanna Wan Mohammad. "PROFESSIONAL PRACTICE AMONG PRIMARY SCHOOLS’ MALAY LANGUAGE TEACHERS IN TERMS OF VALUE." International Journal of Modern Education 3, no. 8 (2021): 196–210. http://dx.doi.org/10.35631/ijmoe.380016.

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The concept of professionalism is closely related to individual job scope in any field of work. Teacher professionalism demands a value to carry out teacher’s responsibilities with full commitment and dedication. As the quality of education is related to the value of teacher professionalism that will determine the effectiveness of teaching and learning. Standard Guru Malaysia (2009) has placed the value of professionalism as the main standard. Therefore, this research is conducted to review teacher’s professionalism among primary schools’ Malay Language teachers of Klang, Selangor in the term

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Mukundan, Jayakaran, and Koroush Khandehroo. "Burnout Among English Language Teachers In Malaysia." Contemporary Issues in Education Research (CIER) 3, no. 1 (2010): 71. http://dx.doi.org/10.19030/cier.v3i1.163.

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The phenomenon of burnout has always been under scrutiny, especially with reference to the teachers and their demographics. This study has deliberately focused on the English teachers’ burnout and its relation with their demographics of age and workload in Malaysia. The findings showed that burnout is evident at high levels in all dimensions. In addition, some age and workload categories demonstrated significant relations with emotional exhaustion, depersonalization and reduced personal accomplishment. The findings would help school administrators consider such factors as important in the effe

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Liu, Honggang, Wenxiu Chu, Fan Fang, and Tariq Elyas. "Examining the Professional Quality of Experienced EFL Teachers for Their Sustainable Career Trajectories in Rural Areas in China." Sustainability 13, no. 18 (2021): 10054. http://dx.doi.org/10.3390/su131810054.

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While there has been much research into teachers’ professional quality in general education, scant attention has been paid to the professional quality of EFL (English as a foreign language) teachers, especially those working in adverse areas, for their sustainable career trajectories. Drawing on Wu’s framework of EFL teachers’ professional quality, this study adopted a mixed-method study design to investigate the professional quality of experienced EFL teachers in China’s rural areas. A questionnaire was administered online to 367 Chinese EFL teachers from 15 high schools in the northeast part

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Machida, Tomohisa. "How Do Japanese Junior High School English Teachers React to the Teaching English in English Policy?" JALT Journal 41, no. 1 (2019): 5. http://dx.doi.org/10.37546/jaltjj41.1-1.

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The Japanese Ministry of Education (MEXT) proposed the teaching English in English (TEE) policy in junior high schools (JHSs) in 2013. According to the new Course of Study (MEXT, 2017), JHS English teachers will be required to teach English in English starting in 2021. A study of JHS English teachers’ reactions to the new policy is reported in this paper. Participants included 98 public JHS English teachers (31 males and 67 females) in the northeast region of Japan. Teachers’ responses to the policy were investigated using the Teacher Foreign Language Anxiety Scale (TFLAS; Horwitz, 2013), a ba

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Frankenberg, Erica. "The Segregation of American Teachers." education policy analysis archives 17 (January 9, 2009): 1. http://dx.doi.org/10.14507/epaa.v17n1.2009.

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Data from a unique new survey of over 1,000 teachers in K-12 public schools across the country show that our teaching force is largely segregated. Using this new dataset, I find that teachers of different races are teaching students of very different racial composition, adding an extra dimension to growing student racial segregation. White teachers comprise an overwhelming majority of the nation's teachers. Yet at the same time, they were the least likely to have had much experience with racial diversity and remain remarkably isolated. The typical African American teacher teaches in a school w

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Kiomrs, Razavipour, Riazi Abdolmehdi, and Rashidi Naser. "On the Interaction of Test Washback and Teacher Assessment Literacy: The Case of Iranian EFL Secondary School Teachers." English Language Teaching 4, no. 1 (2011): 156. http://dx.doi.org/10.5539/elt.v4n1p156.

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It is by now well established that teacher characteristics play a major role in the way high stakes tests impact education (Alderson and Hamp-Lyons 1996). What remains an open question, however, is specifying the type of characteristics that have the potential to moderate the backwash effects of tests. This study was designed to isolate the effects of teachers’ assessment literacy in moderating the washback effects of summative tests in the EFL context of Iran. A test of assessment literacy and a questionnaire on English language teaching practices were administered to 53 EFL secondary school

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Andriani, Agis, Vani Dwi Yuniar, and Fuad Abdullah. "Teaching English Grammar in an Indonesian Junior High School." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (2021): 1046–56. http://dx.doi.org/10.35445/alishlah.v13i2.956.

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English grammar has a pivotal position in language learning. It is also considered the basis of a series of language skills (listening, speaking, reading, and writing). However, although previous studies focused on teaching English grammar either from a traditional or functional view, where English as L1 and L2 across various educational levels, scarce studies have emphasized teaching English Grammar in the Indonesian EFL context, particularly in Junior High School. Hence, this study aimed at filling such a void, namely teaching English grammar in an Indonesian junior high school. In an attemp

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